This paper examines the role of Dynamic Geometry Software (DGS) in enriching the design of curriculum materials for middle secondary school mathematics. It highlights how interactive visualisation, construction, and manipulation of geometric figures foster students’ understanding of key mathematical concepts. The study emphasizes how DGS supports conjecture, exploration, and reasoning, moving beyond rote learning to deeper conceptual engagement. Design principles for integrating dynamic geometry into curriculum tasks are discussed, with a focus on enhancing student motivation, spatial reasoning, and problem-solving abilities. The authors argue that well-structured curriculum materials incorporating dynamic geometry provide valuable opportunities for both students and teachers to experience mathematics as an active, exploratory discipline.